This two-part study explored whether discrimination encoded into U.S. school absenteeism policies leads to racially minoritized students being overrepresented in the juvenile court system.
Services to Meet the Needs of Special Populations
Expanding Access to College Courses: Effective Practices for College and Career Readiness
How can educators expand high school student access to college courses and strengthen the pipeline from school to college and career? Schools across California and the United States are implementing a variety of models to increase the number of students taking college courses and earning college credit in high school.
This webinar explores how, with effective implementation and supports, high schools can prepare more students for success in college and careers, especially first-generation college students and traditionally underserved students.
What You Will Learn:
- The features of successful high school programs in California, including early and middle college high schools
- Students’ perspectives on taking college courses in high school
- Outcomes for first-generation college students, and students under-represented in four-year colleges or universities
- Challenges and key considerations for providing high school students access to college courses
The following consultants from the California Department of Education answer questions about implementing successful high school programs:
- Carolyn Hamilton, Education Programs Consultant, Career and College Transition Division
- Wendi McCaskill, Education Fiscal Services Consultant, School Fiscal Services Division
- Sandi Ridge, Education Programs Consultant, Charter Schools Division
School Mobility, Dropout, and Graduation Rates Across Student Disability Categories in Utah
Utah students classified with disabilities had poorer outcomes than their general education classmates. They had higher rates of mobility, rentention in grade 12, and dropout, as well as lower rates of high school graduation. These outcomes varied by the 13 federally defined disability categories, highlighting the differences among students with disabilities. Identifying the outcomes for different subgroups will allow school officials to investigate further and design programs to support the most vulnerable groups.
